22
interviews with students in classrooms where metacognitive strategies were used, Preus reported
that the students she observed talked about how the teachers used T-charts and organization
charts to help them organize their thinking, how teachers...

30
students on how to review a peer’s paper, but who combine that instruction with handouts, role
play, and modeling strategies will help students think below the surface of proofreading and
realize that writing involves a much more involved...

38
Participants
Approximately two groups or a maximum total of 50 bilingual English/Spanish students
will be selected to participate in this study for the purpose of analyzing their English writing
abilities before and after the implementation of...

98
Whether the United States’ secondary language arts classrooms are comprised mainly of
native English speakers or a mixture of multicultural and, therefore, multilingual students—a
scenario that is far more likely based on today’s diverse...

117
counterparts when it comes to word choice options and descriptive writing. As language learning
connoisseurs, non-native speakers are constantly searching for the right word, never settling for
mediocrity when it comes to self-expression—a...

5
Deficiencies in the evidence. While there is a relatively extensive amount of research on
the fact that metacognition strategies can assist students in becoming critical thinkers, thus better
writers, less consensus exists about which strategies...

13
Sehulster, 2012). During one such discussion between high school and community college
instructors, it was interesting for this researcher to learn that while some of the post-secondary
teachers “did have some awareness of state requirements,...

3
adequately prepared them teach phonics? Do in-service teachers have phonics skills? What is
the comfort level for in-service teachers in phonics with their reading instruction and does this
affect the frequency with which they use phonics?...

19
instruction, what extent it was being practiced in their classrooms, how well children in the third
and fourth grades were prepared and teacher perceptions of their own mastery levels. The data
showed that most teachers considered (a) phonics...

24
The age range of study participants was from “under twenty-five” to “fifty-one and over”. A
breakdown of the age-group specifics is available in Figure 2 Appendix B. They had a wide
variety of teaching experience from under one year to thirteen...

SRS TECHNOLOGY AND ENGAGEMENT 4
Background and Significance
Many studies have shown that the integration of a student response system
(SRS) has amplified students’ success on tests, long-term retention, as well as student
engagement (Karman, 2011)....

SRS TECHNOLOGY AND ENGAGEMENT 10
changes are happening in the Arizona Department of Education with the allowance of
hand-held devices and smart phones being used in classrooms. Dysart Unified School
District in Arizona is using the idea that...

SRS TECHNOLOGY AND ENGAGEMENT 11
their own device "…have respected the privilege and have demonstrated that they can
handle the responsibility that has been given to them" (Walmesley, 2013)
Negative effects of Mobile Technologies
With all this...

SRS TECHNOLOGY AND ENGAGEMENT 16
learning contained classrooms with “improvements in attendance, behavior, group
interactions, and parents’ attitudes for teachers and students’ learning” (Devaney,
2011).
There is a similar product, Audience...

SRS TECHNOLOGY AND ENGAGEMENT 20
Chapter 3
Methodology
The purpose of this study is to assess the effects of implementing Kahoot!, a
Student Response System (SRS) or Audience Response System (ARS) on levels of
student engagement, behavior, and...

SRS TECHNOLOGY AND ENGAGEMENT 39
consuming ways to respond. These tools such as flashcards leave no easy way for
teachers to evaluate the data if they are collected manually versus with an SRS.
Another positive outcome for practitioners is using a...